Semantic mapping as a strategy for enhancing reflective and critical thinking skills in kindergarten teacher education

Swee Eng Audrey LIM, Pui Wah Doris CHENG, Mei Seung Michelle LAM, So Fong NGAN

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Semantic mapping is a strategy in which information is categorically structured in graphic/visual form. Although semantic mapping is not new (terms such as semantic webbing, semantic networking or plot maps have been used previously to refer to semantic mapping), it has great value for teacher education through enhancing reflective and critical thinking skills. This paper examines the process by which kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum by applying semantic mapping strategies. Data comprising mind-maps before and after students have completed several components of the module. Further Studies in Kindergarten Curriculum in the Certificate in Kindergarten Education Course (Chinese) conducted at the Hong Kong Institute of Education were analyzed according to specified criteria with a view to evaluating students’ understanding of module content. Students’ reflections on their own semantic maps are examined to ascertain how they have benefited from utilizing the strategy. Samples of mind maps developed by students for three components of the module, namely, Art, Mathematics and Science, and Social Studies, are presented, including students’ reflections on their use of the strategy. Implications for teacher education are drawn from the findings of this innovative study. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-10
ISBN (Print)9629490382
Publication statusPublished - 2000

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kindergarten teacher
semantics
education
kindergarten
student
curriculum
science studies
social studies
teacher
certification
networking
Hong Kong
mathematics
art
Teaching

Citation

Lim, A., Chan-Cheng, D. P. W., Lam, M. M. S., & Ngan, S. F. (2000). Semantic mapping as a strategy for enhancing reflective and critical thinking skills in kindergarten teacher education. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-10). Hong Kong: Hong Kong Institute of Education.